State Standards: GLEs/GSEs
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10c qualifying the relationship between frequency and wavelength of any wave.
Context of Lesson:
This lesson will open by discussing what we finished yesterday by covering the take home questions I left the students with. While I take attendance students will now ponder ways waves are all similar and do another TPS. Students will share as I write their ideas in a list. Covered up on the board I will have wave characteristics, which we will eventually mach to their ideas. Next I will begin getting into some definitions using scaffolded notes, visual aids, and volunteers to assist in demonstrating wave properties with a slinky. In closing students will be given a blank wave diagram to fill in for homework and to keep in their notes.
Opportunities to Learn:
The students should have enough exposure to waves by now to realize how they are all similar. The goal here is for them to learn the proper terminology for the characteristics they have found. Because velocity is about the only familiar concept they will have been exposed to, their prior knowledge should be based mostly on what we covered in the last 3 days and the pre-quiz answers. This will also get their first exposure to some new wave characteristics. I plan on describing and demonstrating these characteristics in a variety of ways to appeal to different learners.
Accomodations:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials:
Scaffolded notes
Video clip examples
Slinky
Objectives:
Students will be able to identify different wave characteristics on a wave diagram.
Instruction:
Opening:
5 min: Students will be asked, “Up to know we talked about the different kinds of waves, today I would like you to think about some of the many ways waves are similar,” as I take attendance.
5 min: Students will TPS and I will record their ideas in a list on either side of a large piece of paper I have taped to the board with two blank wave diagrams (transverse/longitudinal). The paper serves two purposes as it is also covering up the wave characteristics I have written on the board. I will prompt students with questions to get them to come up with ideas that I know correspond to wave characteristics. For example I could ask “what is a wave” to prompt them to say that energy is involved in all waves and that would later correspond to Amplitude. Or I could say “Don’t waves seam to repeat themselves over and over again?” To get them thinking about period. Or I could point out that differences in waves could be considered similarities, as in two waves have different wavelengths but they both have a wavelength.
Engagement:
20 min: I will now uncover the characteristics and ask the class to work in groups to determine which of their ideas corresponds to each wave characteristic. Each group will get a slinky to help them not only think of new ideas but also to relate them to waves. This will help when the students have used up all of their ideas but they have some characteristics still left un matched.
15 min: I will now pass out scaffolded notes on wave characteristics. I will start at the top of my wave characteristic list and ask the class which of their ideas they thought it most closely related to. Each characteristic will include a brief clip demonstrating the concept, as well as a slinky demonstration. I like how you lead with the activity and then spend time talking/notetaking.
Closure: Students will be asked, “We set out to learn about wave characteristics, have we done this?” If they look confused I will take this time to field questions and clarify. I will distribute a wave diagram to be filled in for home work and to be kept for their notes. If I get a positive response I will distribute wave diagram home work. In either case I will ask them...
Q: what do you think determines a wave’s speed.
Q: Is a waves speed constant?
Assessment:
Students will be formatively assessed during the opening share out to help me discover more misconceptions. They will also be formatively assessed during their group work as I circulate. The homework will also be collected tomorrow for a grade.
Wave characteristics
State Standards: GLEs/GSEs
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10c qualifying the relationship between frequency and wavelength of any wave.
Context of Lesson:
This lesson will open by discussing what we finished yesterday by covering the take home questions I left the students with. While I take attendance students will now ponder ways waves are all similar and do another TPS. Students will share as I write their ideas in a list. Covered up on the board I will have wave characteristics, which we will eventually mach to their ideas. Next I will begin getting into some definitions using scaffolded notes, visual aids, and volunteers to assist in demonstrating wave properties with a slinky. In closing students will be given a blank wave diagram to fill in for homework and to keep in their notes.
Opportunities to Learn:
The students should have enough exposure to waves by now to realize how they are all similar. The goal here is for them to learn the proper terminology for the characteristics they have found. Because velocity is about the only familiar concept they will have been exposed to, their prior knowledge should be based mostly on what we covered in the last 3 days and the pre-quiz answers. This will also get their first exposure to some new wave characteristics. I plan on describing and demonstrating these characteristics in a variety of ways to appeal to different learners.
Accomodations:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials:
Scaffolded notes
Video clip examples
Slinky
Objectives:
Students will be able to identify different wave characteristics on a wave diagram.
Instruction:
Opening:
5 min: Students will be asked, “Up to know we talked about the different kinds of waves, today I would like you to think about some of the many ways waves are similar,” as I take attendance.
5 min: Students will TPS and I will record their ideas in a list on either side of a large piece of paper I have taped to the board with two blank wave diagrams (transverse/longitudinal). The paper serves two purposes as it is also covering up the wave characteristics I have written on the board. I will prompt students with questions to get them to come up with ideas that I know correspond to wave characteristics. For example I could ask “what is a wave” to prompt them to say that energy is involved in all waves and that would later correspond to Amplitude. Or I could say “Don’t waves seam to repeat themselves over and over again?” To get them thinking about period. Or I could point out that differences in waves could be considered similarities, as in two waves have different wavelengths but they both have a wavelength.
Engagement:
20 min: I will now uncover the characteristics and ask the class to work in groups to determine which of their ideas corresponds to each wave characteristic. Each group will get a slinky to help them not only think of new ideas but also to relate them to waves. This will help when the students have used up all of their ideas but they have some characteristics still left un matched.
15 min: I will now pass out scaffolded notes on wave characteristics. I will start at the top of my wave characteristic list and ask the class which of their ideas they thought it most closely related to. Each characteristic will include a brief clip demonstrating the concept, as well as a slinky demonstration.
I like how you lead with the activity and then spend time talking/notetaking.
Closure: Students will be asked, “We set out to learn about wave characteristics, have we done this?” If they look confused I will take this time to field questions and clarify. I will distribute a wave diagram to be filled in for home work and to be kept for their notes. If I get a positive response I will distribute wave diagram home work. In either case I will ask them...
Q: what do you think determines a wave’s speed.
Q: Is a waves speed constant?
Assessment:
Students will be formatively assessed during the opening share out to help me discover more misconceptions. They will also be formatively assessed during their group work as I circulate. The homework will also be collected tomorrow for a grade.